THE ANALYSIS OF ERRORS OF OMISSION IN ENGLISH NARRATIVE COMPOSITION MADE BY EFL STUDENTS

This research was done to investigate kinds of errors of omission, classify them, explain the characteristics of the errors and evaluate the errors produced by the English foreign learners. Errors of omission could happen because the learners were still lack of form or grammar that is supposed to have in the sentence but the learners omit it. Writing is the most difficult skill in learning English as what is spoken is different with what is written. The writing skills are complex and certainly difficult to teach, requiring not only of grammatical and theoretical devises but also conceptual and judgmental elements. The research was done by using descriptive method and the data were collected from 20 English Foreign Learners' English Narrative Composition. The results found in the learners' English narrative composition are Omission of "Of" for about 5 errors or 25%, Omission of "Auxiliary" for about 3 errors or 15%, Omission of "Articles" for about 3 errors or 15%, Omission of "Countable and Uncountable Nouns" for about 4 errors or 20%, Omission of "Apostrophe's" for about 3 errors or 15% and Omission of "Preposition" for about 2 errors or 10%.


INTRODUCTION
explains in his research that Contrastive Analysis (CA) is based on Structuralism and Behaviorism which gained great popularity in the 1950s and 1960s.CA was formulated by Fries (1945) and developed by Ladies (1957).CA deals with the comparison of the structures of two languages or more and with the attempt of finding out the points of differences which are the main source of difficulty for language learner.The main aim of CA is to compare phonological systems, morphological systems, syntax and lexical meanings of two or more languages.
The development of CA is the result of the need to teach L2 in the most effective way.As Lado (in Ellis) 1985, made clear that the teacher who had made a comparison of the foreign language with the native language of the students would know better what the real problems were and could provide efficient methods for teaching them.
Error Analysis (EA) henceforth is a branch of Applied Linguistics and has two Journal of English Language andEducation Vol 3. No. 2, December 2017 ISSN : 2460-7142 85 functions.The first function is theoretical which has its place in methodology and describes the learners' knowledge of the target language.It also helps the researcher find out the relation between the knowledge and teaching the learners has been receiving.The practical area of EA is to overcome the mismatch between the knowledge of the learners and the demands of the situation.Mourtaga (2004) pointed out that errors and mistakes are different from each other because an error cannot be self-corrected and is caused by a learner's inadequate knowledge of the target language whereas a mistake can be self-corrected.Gas and Selinker (2001) explained that a mistake can be self-centered, but an error is systemic.
Errors occur repeatedly and cannot be recognized by the learners.Hence, only the teacher or researcher could locate them.While mistakes according to Yuksel (2007)  5. Overgeneralization of target language linguistic material.It is about the second language learners who tend to over generalize the rules in the target language in order to reduce them to a simpler level.Hourani (2008) remarked that the primary causes of errors can be as follows: "Interlinguage errors and intralingual errors.
Interlinguage errors are those which are related to the native language whereas intralingual errors are those which are due to the language being learned".
Correction is essential in helping the learners become more accurate in using the foreign language as Russel and Spada (2006) stressed that there is growing evidence that error correction is overall useful and can be helpful in L2 learning.
From the beginning, error analysis was beset with methodological problems.In  Richard's & Sampson (1974) supported that error analysis is an important tool for teachers to evaluate the learners' learning ability in order to set the priority to solve the learners' problems from the most frequent errors made by them.

Kinds of Errors
Based on the errors which happened commonly, Richards (1974)  mother tongue, but it looks like a language which is made by the learners studying the target language as their mother tongue or looks like the errors in the target language occur because the grammar, itself, effects one another in the target language, ex : She can dances.I opening my book.
Based on Dulay (1982), he divided the errors into four types, they are: Based on Hendrickson (1979)  Based on AS Hornby (2006)

METHODS
Descriptive method was used to do the research.There are 3 types of descriptive method, they are observational method, case study method and survey method.
Observational method as a part of descriptive method was used to take the data.
Descriptive method was used as Best

FINDINGS AND DISCUSSION
After collecting, identifying, describing, explaining and correcting the errors, there are some errors found in the learners' English narrative composition.The errors are explained below:  English narrative composition by the English teachers so they got some difficulties when they were asked to make an English narrative composition.
After being doing some steps based on Corder, the errors found in the learners' English narrative composition are Omission of "Of" for about 5 errors or 25%, Omission of "Auxiliary" for about 3 errors or 15%, Omission of "Articles" for about 3 errors or 15%, Omission of "Countable and Uncountable Nouns" for about 4 errors or 20%, Omission of "Apostrophe's" for about 3 errors or 15% and Omission of "Preposition" for about 2 errors or 10%.
Error analysis is an important instrument for teachers to not only find out the learners' language difficulties, but also to evaluate their ability and progress of linguistic development.
Therefore systematic error analysis should be widely informed to and undertaken by second or foreign language teachers of all levels.
Nonkukhetkhong (2013) suggested that the results of an error analysis can be used for further research to solve the learners' problems, for example, providing the learners with noticing grammar lessons, developing error analysis exercises, promoting selfcorrection and peer-correction, enhancing the use of grammar through communicative activities or implementing other teaching techniques to reduce the grammatical errors.
are not a result of deficiency in competence, they can be characterized by the slips of the pen or the slips of the tongue.Lapses may result from some factors such as memory failure and physical or mental fatigue.Richards et al (1985) describe errors as "The use of a linguistic item in a way which a fluent or native speaker of the language regards as showing faulty or incomplete action".The interlanguage was introduced by Selinker (1972) and views the learner's verbal performance in L2 as a series of overlapping systems characterized by having aspects from both L1 and L2.Selinker talks about five central processes related to interlanguage: 1. Language transfer.It is about the process of the result of overgeneralization and of fossilization of items, rules and subsystems, which are transferred from the native language to the target language during the performance of interlanguage.2. Transfer of training.It is about the errors in the process result from misleading and over generalized information given by textbooks and language teacher.3. Strategist of second language learning.This is about the different strategies which affect the surface structure of sentences.This process is exemplified by tendency of learners to simplify the target language.forms, past tense forms, etc.
Comparative Taxonomy.These errors based on the comparative between the structures of the errors in the second language with the certain another type construction.Comparative taxonomy consists of: a. Developmental Errors (Intralingua Errors).This error happened because the learners' study the target language as their first language, ex.: Brother drink milk.Mother eat apple.b.Interlingua Errors.This error happened commonly in the structure of the language becoming the semantic which is same as phrase or in the learners' native language, ex.: The woman beautiful.The sky cloudy.focus on the errors happened in both of those taxonomies.Communicative taxonomy influences the classification with the errors from the listeners' or the readers' view.
They know where do I live.(It should be They know where I live).The Nature of Writing Gloria (2013) stated, "The writing is good when it gives information or messages clearly and creates effective verbal dialogue to readers.It aims to give point of view of the ideas in text where it organizes in different way of writing such as narration, description, exposition, and argumentation".When students write a paragraph, they try to explore what they are thinking in mind, and they also concern with the language, meaning, and the structural of context related to English language acquisition as second or foreign language.Mousapour (2011) said that writing must be related to the content, the language and grammatical rules.In order to avoid misunderstood, the students have to use correct sentences by creating a well written text and giving attention to the arrangement of words their composition to express their idea and to give the value of the writing to readers.Writing is seen as a product constructed from the writer's command of grammatical and lexical knowledge, and writing development is considered to be the result of imitating and manipulating models provided by the teacher.For many who adopt this view, writing is regarded as an extension of grammar-a means of reinforcing language patterns through habit formation and testing learners' ability to produce well-formed sentences.Alamargot et al. (2010) explained that developing writing is related to the writer's knowledge of language and writing exposure.Writing process is the way the writers give their ideas and messages to readers in the form of text.The writers present their ideas in various ways of writing such as narration, description, classification, comparison and contrast, argumentation and etc.First narration is a basic writing strategy for presenting past event or activities.It can be used for a variety of purposes such as to illustrate and support ideas with anecdotes, to entertain readers with revealing stories, to analyze causes and possible effects with scenarios, and to explain procedures with process narrative.Second, description is a strategy used to create a dominant impression.For example, students describe a place in order to set a scene and make readers aware of its atmosphere and to describe people to show a kind of person's performance.Third, classification is aimed to classify number of items or ideas into a small number of classes.In a classification of paragraph, it is important to set up adequate categories and define what goes into categories.Fourth, comparison and contrast are to compare similar aspects or to contrast different aspects of two subjects, people or things.At last, argumentation is to argue ideas or opinion by giving some argues to proof the concept or research.A good paragraph must give readers complete information and unified by a controlling idea.It is organized form and can be understood what the paragraph is going to be about.A paragraph is a group of sentences that works together to develop a main idea.Paragraphs are organized differently depending on their purposes.There are three main types of paragraphs in English: narrative, descriptive, and expository.A narrative paragraph tells a story or a series of events.It tells what person or thing did during a particular period of time.As White stated, "In narrative it is activities which are important; in description it is things.And in describing things we are usually more concerned with the noun rather than the verb phrase.Thus, description gives us a reason for teaching features of the noun phrase which, while occurring in other uses of the language, are of particular importance and frequency in describing things, people and places".The Nature of Narrative Composition Writing is the most difficult part in English subject as what it is said different from what it is written.Ron White and Valerie Ardnt (2011) stated, "Writing is far from being a simple matter of transcribing language into written symbols; it is a thinking process in its right".So, before the learners starting to write an English composition, they should master the English pattern correctly.Mc.Dougal (2008) said, "A composition is a group of closely related paragraph that develop a single idea".David Crystal (2011) also said, "Writing a composition with vocabulary and structure which the student has either learnt to use orally or written exercises for each lesson.These exercises may be of various types.The range from filling blanks to the composition and may be modification, sentences composition and paragraph writing".So the theory of the composition based Journal of English Language and Education Vol 3. No. 2, December 2017 ISSN : 2460-7142 91 on Mc.Dougal is the activity of writing which is started by mastering words and the grammar itself.There are 4 kinds of compositions; they are argumentation, description, exposition and narration.George E. Wishon and Julia M. Burks (2010) stated, "Argumentation is used in persuading and convincing; it is closely related to exposition and is often found combined with it.Description is used to create a visual image of people, places and even of units of time-days, time of day or seasons, exposition is used in giving information, making explanation, and interpreting meanings and narration is the form of writing used to relate the story of acts or events".

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1974) stated, "Descriptive method is the method which tries to give the explanation about the symptoms relating with the recent situation.It consists on the effort of giving the note, the analysis and the interpretation of and correcting were done in order to know what kinds of syntax were found in the learners' English compositions.
moon was so bright last night The moon was so bright last night The errors above articles.A, an, the and zero article (-) are kinds of articles.A is used of their efforts to follow the path of the learning process.Based on the errors found in the learners' English narrative composition, most of them made the errors because (1) the learners haven't understood and mastered the target language so they still made the sentences in their mother tongue; (2) most the errors are in textual error; (3) the learners' mother tongue influenced them much in making the target language; (4) the errors done by the learners perhaps happened because of the teacher's style in teaching; and (5) the learners weren't used to write or make an